The purpose of this activity is to engage students in using mathematical strategies and knowledge of basic facts, to solve a problem in context.
The background knowledge and skills that should be established before and/or during this activity are outlined in the diagram below:
- Multiplication basic facts
How many 7s go into 42?
If Harriet’s hens lay 12 eggs each day, how many eggs can she expect each week?
- Finding information in a word (context) problem
Harriet’s hens lay 12 eggs each day. She wants to work out how many days it will take to collect 42 eggs. List the information she can use to work this out.
- Using imaging
Harriet needs three eggs to make a cake. Show how many cakes she can make from 21.
- Using imaging to solve word (context) problems involving rates
If Harriet’s hens lay 12 eggs each day. She needs 3 eggs to make a cake. What is the biggest number of cakes she can bake in a week with her own hens’ eggs?
This activity may be carried out with step by step guidance, or by allowing the student to follow their own method of solution. The approach should be chosen in sympathy with students' skills and depth of understanding.
The arithmetic approach (show more)
- The student is able to solve a context-based rates problem, using multiplicative strategies with guidance.
Prompts from the teacher could be:
- What is the main mathematical information given in this activity? You may wish to represent some of this with images/diagrams.
- How many trees would offset 1000 kg of carbon in just one year?
- How many kg of carbon would just one tree offset in one year?
The conceptual approach (show more)
- The student is able to solve a context-based rates problem, using multiplicative strategies.